1. Identify known and unknown sight words via pre-test or observation. 2. Create flashcards with known and unknown words printed on them. 3. Gather a set of 10 flashcards composed of 7 known words (if possible) and 3 unknown words. 4. The “teacher” (adult or peer) presents the first unknown word to the student with the correct pronunciation. The student writes the unknown word on a piece of paper, repeats the word 3 times aloud, and then turns the paper over. 5. The “teacher” then presents a known word, the first unknown word practiced, the first known word again, and another known word (2 known/ 1 unknown; 3 correct responses for each 4 possible). Repeat this sequence until all 7 known words are “folded-in” with the unknown word (2nd known, 1st unknown, 2nd known, 3rd known; 3rd known, 1st unknown, 3rd known, 4th known; etc.) 6. Shuffle the first 8 cards, present the 2nd unknown word with correction, and fold the 2nd unknown word into the set. Repeat with the 3rd unknown word. 7. Once all the words are folded in, the entire set of 10 cards is presented three times in a row but shuffled after each series to avoid memorization of the sequence. 8. If the student hesitates for longer than 3 seconds or responds incorrectly, the teacher provides the correct response and asks the student to write the word three times. The word is then presented again. 9. After all three trials, a “test” is given covering all 10 words. Place a mark on the reverse side of the previously unknown word cards if the student reads them correctly. When an unknown word has three correct tally marks on it, that word now becomes a known word and can be used in a folding-in procedure with a new unknown word. 10. The procedure is repeated on a different day using replacement unknown words for any (or all) of the first three unknown words that are now known
The teacher working with the student should be trained in advance to use the listening passage preview approach.
Steps in Implementing This Intervention:
Step 1: Sit with the student in a quiet location without too many distractions. Position the book selected for the reading ssion so that both you and the student can easily follow the text.
Step 2: Select a passage in the book of about 100 to 200 words in length.
Step 3: Have the student read the passage through. (Unless you have a preference, the student should be offered the choice of reading the passage aloud or silently.)
Step 4: If the student is reading aloud and misreads a word or hesitates for longer than 5 seconds, read the word aloud and have the student repeat the word correctly before continuing through the passage. If the student asks for help with any word, read the word aloud. If the student requests a word definition, give the definition.
Step 5: When the student has completed the passage, have him or her read the passage again. You can choose to have the student read the passage repeatedly until either the student has read the passage a total of 4 times (Rashotte & Torgesen, 1985) or the student reads the passage at the rate of at least 85 to 100 words per minute (Dowhower, 1987; Herman, 1985).
Materials: •Reading book Preparation: •The teacher, parent, adult tutor, or peer tutor working with the student should be trained in advance to use the listening passage preview approach. Steps in Implementing This Intervention: Step 1: Sit with the student in a quiet location without too many distractions. Position the book selected for the reading session so that both you and the student can easily follow the text. (Or get two copies of the book so that you each have your own copy.)
Step 2: Say to the student, "Now we are going to read together. Each time, I will read first, while you follow along silently in the book. Then you read the same part out loud."
Step 3: Read aloud from the book for about 2 minutes while the student reads silently. If you are working with a younger or less-skilled reader, you may want to track your progress across the page with your index finger to help the student to keep up with you.
Step 4: Stop reading and say to the student, "Now it is your turn to read. If you come to a word that you do not know, I will help you with it." Have the student read aloud. If the student commits a reading error or hesitates for longer than 3-5 seconds, tell the student the correct word and have the student continue reading.
Step 5: Repeat steps 3 and 4 until you have finished the selected passage or story.
MONROE ELEMENTARY RTI INTERVENTION LIST
RTI Website: this school site has lots of resources for reading interventionsIntervention Chart
FLUENCY:
ORAL READING INTERVENTIONS:
Website to create reading probes at any grade levelOral Reading Fluency Probes Grades 1-4
GRADES 2-6
1. 6 Minute Solutions: Fluency Intervention
2. Folding In Sight Words: Fluency Intervention
Assessment & Progress Monitoring:
Materials
Procedure
1. Identify known and unknown sight words via pre-test or observation.2. Create flashcards with known and unknown words printed on them.
3. Gather a set of 10 flashcards composed of 7 known words (if possible) and 3 unknown words.
4. The “teacher” (adult or peer) presents the first unknown word to the student with the correct pronunciation. The student writes the unknown word on a piece of paper, repeats the word 3 times aloud, and then turns the paper over.
5. The “teacher” then presents a known word, the first unknown word practiced, the first known word again, and another known word (2 known/ 1 unknown; 3 correct responses for each 4 possible). Repeat this sequence until all 7 known words are “folded-in” with the unknown word (2nd known, 1st unknown, 2nd known, 3rd known; 3rd known, 1st unknown, 3rd known, 4th known; etc.)
6. Shuffle the first 8 cards, present the 2nd unknown word with correction, and fold the 2nd unknown word into the set. Repeat with the 3rd unknown word.
7. Once all the words are folded in, the entire set of 10 cards is presented three times in a row but shuffled after each series to avoid memorization of the sequence.
8. If the student hesitates for longer than 3 seconds or responds incorrectly, the teacher provides the correct response and asks the student to write the word three times. The word is then presented again.
9. After all three trials, a “test” is given covering all 10 words. Place a mark on the reverse side of the previously unknown word cards if the student reads them correctly. When an unknown word has three correct tally marks on it, that word now becomes a known word and can be used in a folding-in procedure with a new unknown word.
10. The procedure is repeated on a different day using replacement unknown words for any (or all) of the first three unknown words that are now known
3. Repeated Reading: Fluency Intervention
The student reads through a passage repeatedly, silently or aloud, and receives help with reading errors.
Materials:
Preparation:
Steps in Implementing This Intervention:
Step 1: Sit with the student in a quiet location without too many distractions. Position the book selected for the reading ssion so that both you and the student can easily follow the text.Step 2: Select a passage in the book of about 100 to 200 words in length.
Step 3: Have the student read the passage through. (Unless you have a preference, the student should be offered the choice of reading the passage aloud or silently.)
Step 4: If the student is reading aloud and misreads a word or hesitates for longer than 5 seconds, read the word aloud and have the student repeat the word correctly before continuing through the passage. If the student asks for help with any word, read the word aloud. If the student requests a word definition, give the definition.
Step 5: When the student has completed the passage, have him or her read the passage again. You can choose to have the student read the passage repeatedly until either the student has read the passage a total of 4 times (Rashotte & Torgesen, 1985) or the student reads the passage at the rate of at least 85 to 100 words per minute (Dowhower, 1987; Herman, 1985).
REPEATED READING VIDEO:
3. Listening Passage Preview: Fluency Intervention
Listening Passage Preview.pdf
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Source: http://www.interventioncentral.org/academic-interventions/reading-fluency/listening-passage-previewHow to use Listening Passage Preview
Materials:•Reading book
Preparation:
•The teacher, parent, adult tutor, or peer tutor working with the student should be trained in advance to use the listening passage preview approach.
Steps in Implementing This Intervention:
Step 1: Sit with the student in a quiet location without too many distractions. Position the book selected for the reading session so that both you and the student can easily follow the text. (Or get two copies of the book so that you each have your own copy.)
Step 2: Say to the student, "Now we are going to read together. Each time, I will read first, while you follow along silently in the book. Then you read the same part out loud."
Step 3: Read aloud from the book for about 2 minutes while the student reads silently. If you are working with a younger or less-skilled reader, you may want to track your progress across the page with your index finger to help the student to keep up with you.
Step 4: Stop reading and say to the student, "Now it is your turn to read. If you come to a word that you do not know, I will help you with it." Have the student read aloud. If the student commits a reading error or hesitates for longer than 3-5 seconds, tell the student the correct word and have the student continue reading.
Step 5: Repeat steps 3 and 4 until you have finished the selected passage or story.
3. Reading Practice: Fluency Intervention
GRADES 2 & 3
1. Letter Sound & Word Part: Fluency Intervention
2. Phrased & Chunked Text: Fluency Intervention
3. Words: Fluency Intervention
4. Connected Text: Fluency Intervention
GRADES 4 & 5
1. Word Parts & Words: Fluency Intervention2. Phrases, Chunked & Connected Text: Fluency Intervention